Economists have found that the higher a country's academic test scores, the faster its GDP grows. That puts the United States' perennially mediocre test scores in a particularly ominous light. Progress is being made, says Childress, of the Gates Foundation, but at the rate even the most engaged school systems are improving, it will take 80 years to catch up to where China is now. New approaches, including personalized technology, online videos, and innovations that combine software with classroom programs, could be the breakthrough tools American students need to improve dramatically faster.
This note is an updated synopsis of the more detailed PEL-056: A Problem-Solving Approach to Designing and Implementing a Strategy to Improve Performance. This synopsis helps teams work through a problem-solving process of designing and implementing a strategy for continuous improvement.
School of One was a start-up with a new approach to learning. Instead of one teacher delivering the entire math curriculum to a class of 20-25 students, School of One utilized a technology platform that allowed several teachers to collectively oversee the learning of a larger group of students. Each student followed a personalized pathway to mastery of a set of math concepts through a mix of teacher-led instruction, live and virtual tutoring, and online lessons and games. Teachers could specialize in the concepts and instructional approaches they were best at and work with students who were ready to learn new material. The case explores the model and questions about growth and scalability.     
After Hurricane Katrina devastated the city in August 2005, the state had taken over 102 of the 118 public schools in New Orleans and shifted the management structure from a "single school system to a system of schools." Entrepreneurs from the region and around the country had flocked to New Orleans to run schools and provide the talent those schools needed to help their students succeed. State superintendent Paul Pastorek knew the system had a long way to go to achieve excellence, but he also knew the state never intended to govern local schools permanently. As he considered his options for the recommendation to the state board about future governance, his overarching goal was to position the "system of schools" for long-term success.  
The case focuses on how Pratham, a non-governmental organization, provided quality education to underprivileged children in India by collaborating with the government. It focuses on the problem Madhav Chavan, the founder, is trying to solve, the contributing factors that have caused this problem not to be solved till now, Madhav's theory of change, questions about whether these activities (inputs) will affect the outputs and have an impact, what will it take and how will we know if Pratham is successful, and recommendations about what Madhav should do next.
In the four years since Principal Ray Myrtle took over Highland Elementary School, the school moved from the brink of state takeover to performance levels in the top ten percent of all schools in Maryland. The case describes the concrete steps Myrtle and the teaching staff took to affect the dramatic change in student learning.
In his role as Senior Vice President and Director of Research at the Federal Reserve Bank of Minneapolis (Minneapolis Fed), Art Rolnick and his colleague, Rob Grunewald, had written "Early Childhood Development: Economic Development with a High Public Return." The thesis was fairly straightforward; early childhood development (ECD) had the highest returns so states and local governments should invest in it. But the idea of investing in ECD for economic development was new and had never been tested on a large scale, particularly in the way that Rolnick and Grunewald recommended in a later paper - using market forces to drive demand for high-quality ECD programs. The Minnesota Early Learning Foundation (MELF), formed in 2005, invested in two projects designed to test the economists' recommendations. The St. Paul Early Childhood Scholarship Program (SPECSP) provided up to $13,000 a year per child for parents in two St. Paul neighborhoods to select a high-quality ECD program of their choice. MELF had also invested in Five Hundred Under 5 (FHU5), a Minneapolis program formed to improve the capacity and quality of providers. Comparing SPECSP to FHU5 would offer insights on the potential impact of supply-side versus demand-side ECD initiatives. Rolnick reflected on the two MELF experiments. Which would be more effective? Would parents in St. Paul really drive up the quality of providers through the choices they made or was it better to work with providers directly to improve quality?
College Summit, a nonprofit organization "committed to the day when every student who can make it in college makes it to college," was faced with an important strategic decision. After growing rapidly at more than 30% a year for the last several years, Founder and CEO J.B. Schramm, Chief Strategy Officer Mora Segal, and the College Summit team must now decide whether or not to dramatically redefine their organization's theory of change. College Summit could continue to "get results and grow real fast" or make the bold choice to re-conceptualize its strategy to focus on system-level change. While there were numerous risks to pursuing the alternative strategy, for Schramm and Segal, the possibility of helping redefine the purpose of secondary education might be too significant to ignore.
By setting up a thought experiment, this exercise challenges students to examine their own assumptions about the meaning of the word "public" in public education, as well as to understand competing assumptions held by others.
This note presents the Nonprofit Coherence Framework. It helps nonprofit leaders identify the key elements that support an organizational strategy focused on attaining high performance, bring those elements into a coherent relationship with the strategy and each other, and help guide the actions of people throughout an organization in the pursuit of high levels of individual and organizational achievement. This note proposes that to attain high performance, a nonprofit organization must have all of its organizational elements-culture, structure, systems, resources, stakeholders, and the operating environment- working together to drive strategy.
After opening 60 schools in 8 years through opportunistic growth, the national office of the KIPP schools network has designed a strategy dubbed "smart growth." Each KIPP school is a separately incorporated entity led by a principal who was selected and trained by the national office. The national office proposes to play a screening role whereby a national growth committee will "green-light" the plans of local schools to create multi-site regions in selected areas of the United States. The case describes the criteria and rationale for the new strategy, and focuses on a disguised application from a KIPP school that plans to grow from one to five locations in five years. Readers are challenged to green-light the application, or not.
Founded in the wake of Hurricane Katrina as a catalyst for the transformation of the public education system in New Orleans, President Sarah Usdin and CEO Matt Candler must adapt their strategy to respond to a continuously shifting local context. By 2008, conditions on the ground begin to stabilize, creating a new set of challenges in realizing the organization's vision to provide excellent public schools for every child in New Orleans.
As it entered its seventh academic year, Codman Academy, an expeditionary learning charter school located in Dorchester, Massachusetts, was reflecting on its successes and challenges. The school had succeeded in placing every member of its most recent graduating class in college. However, recent changes to the state's accountability system necessitated greater focus on helping Codman Academy students meet this graduation requirement. Codman Academy's founding, academic model, leadership, and partnerships (including its unique relationship and location within a community-based health center) are also discussed.
In the five years since Chancellor Joel Klein took over the New York public schools, the system has changed dramatically and produced remarkable gains in student learning. However, to achieve excellence over the long term, Klein and his team designed and implemented a sophisticated performance management system that includes both accountability and organizational learning mechanisms. Covers the design and early implementation of the various aspects of the system, as well as the attempts to shift the culture from a focus on effort to a focus on results.
In order to execute a strategy to transform the entire 768-school Los Angeles public school district, Green Dot Public Schools, a nonprofit charter school management organization with 10 high-performing high schools around Los Angeles, is faced with a crucial choice about how to open its next several schools. Should it pursue an opportunity to collaborate with the public school district, or act on an equally attractive opportunity to compete head-on with the district by working in a neighborhood that has been dramatically underserved for decades?
Reflecting on an innovative joint venture that his company executed with a public school district in 2004, the CEO of Wireless Generation, a five-year-old, privately held educational technology company, is contemplating the company's product development strategy in 2006. Highlights the strengths and limitations of developing products for public sector organizations in markets created by legislation , as well as the opportunities and challenges of developing a product for mass distribution in partnership with one client. Also provides an overview of approaches to teaching literacy in grades kindergarten through third grade, as well as the assessment and accountability landscape in U.S. public education.
Focuses on a district's efforts to improve student achievement at chronically low-performing schools using a strategy that both differentiates treatment to a set of schools and integrates the district's reform work. Details the origins of, and rational behind, the STAR Initiative at San Francisco Unified and describes the various resources and support provided to STAR schools. Finally, documents the challenges and achievements of the strategy in its first year of implementation. A particular emphasis is placed on managerial challenges the design team faces as the district undergoes political unrest.
One of the biggest management challenges anywhere is how to improve student performance in urban public schools in the United States. There has been no shortage of proposed solutions: Find great principals and give them power; create competitive markets with charters, vouchers, and choice; establish small schools to ensure that students receive sufficient attention--the list goes on. Although these approaches have created positive changes in individual schools, they have failed to produce a single high-performing urban school system. In this article, the authors, who are members of Harvard University's Public Education Leadership Project (PELP), explain why. One reason, they say, is that educators, researchers, and policy makers see the district office, which oversees all the schools in a district, as part of the problem rather than a crucial part of the solution--and this is a mistake. The district office plays an important role in developing strategies, identifying and spreading best practices, developing leadership capabilities at all levels, building information systems to monitor student improvement, and holding people accountable for results. The authors propose a holistic framework that district leaders can use to develop an improvement strategy and build coherent organizations to implement it. The framework is based on three beliefs. First, school systems need their own management models; they cannot simply import them from the business world. Second, "the customer" is the student; therefore, urban districts need to focus on improving teaching and learning in every classroom at every school. Third, district leaders must design their organizations so that all the components--culture, systems and structures, resources, and mechanisms for managing stakeholders and the external environment--reinforce one another and support the implementation of the strategy across schools.